Building Differentiated Learning Communities, Part I

Building Differentiated Learning Communities,

Part I

Agenda

• Welcome

• What is differentiation?– A class in common

• Break

• What is differentiation?– Principles of differentiation

• Exit cards for next time

A Class in Common

A Class in Common

• For each of the students who you hear about, think about:

– What are the academic/social needs of this student?

– What are the academic/social strengths of this student?

Spellbound

The Dot

Thank You, Mr. Falker

Differentiation is NOT…

ONE SIZE FITS ALL…

Differentiation is NOT…

Individualized

instruction

with separate

lesson plans for

each student

Differentiation IS…Recognizing that students are different and

responding to those differences in a thoughtful way.

Guiding Principle:

Differentiation is a PHILOSOPHY,

not a “Bag of Tricks.”

Differentiation of Instructionis a teacher’s response to learners’ needs

guided by general principles of differentiation, such as

respectful tasks ongoing assessment and adjustment

flexible grouping

clarity of learning goals appropriate challenge

Teachers can differentiate

Content Process Product

according to students’

Readiness Interests Learning Profiles

through a range of instructional and management strategies such as:Socratic SeminarRAFTsJigsaw

The ProfilerCubingThink Dots

TriMindEntry/Exit CardsChoice Menus

NEXT

Respectful Tasks?

STRUGGLING LEARNERS:

Complete the packet of worksheets on force and motion. You may choose to work with a partner if you like. Check your work with the answer key in the back of the room.

ADVANCED LEARNERS:

Using power tools and your natural brilliance, construct a rocket to launch during the Homecoming Half Time Show.

BACK

Behind every good differentiated lesson…

…is good curriculum.

Planning a focused curriculum means clarity about what students should:

KNOW: FactsVocabulary

UNDERSTAND:

Concepts, “Big Ideas” Principles, generalizations

BE ABLE TO DO: SkillsBasic Skills (Read non-fiction text)Thinking Skills (analyze, solve, compare/contrast, discriminate

fact/fiction)Skills Of the Discipline (What does a speech writer do? Journalist?

Editor?)Planning (Goal setting, use of time)Social (cooperation, sharing)

Appropriate Challenge…

OVER CHALLENGE: • UNDERCHALLENGE

BRAIN RESEARCHReticular Activating System

RAS = “Toggle Switch”

HIGH MIDDLE LOW

Hot (EEG) Mild (EEG) Cold (EEG – sleeplike)

Limbic aroused Cortical arousal Sleep (depression)

Flight / Fight Problem Solving Relaxation

Out of Control In Control Off Duty

Carbohydrates Proteins Carbohydrates/Dairy

Burnout Achievement Depression

Extreme Challenge Moderate Challenge No Challenge

Only one of these three states is activated (aroused) at a time:

“Certain motivational states which interfere with learning condition are especially dangerous: anxiety and boredom. Anxiety occurs primarily when teachers expect too much from students; boredom occurs when teachers expect too little.” – Howard Gardner

Learning only happens when the toggle switch is in the middle position

Differentiation does NOT mean “dumbing down”

Rather than a vice that keeps kids down, differentiation is meant to be a stool that gives students a “boost.”

The Importance of High Expectations

• Research indicates that students perform up (or down!) to teacher expectations

BACK

Video Clip:

A Class Divided

Ongoing assessment and adjustment

• Uncovering student misunderstandings:– Video Clip: A Private Universe– Strategies for uncovering student

misunderstandings• Exit Cards• Graphic Organizers

Video Clip: A Private Universe

Entry Card: Earth Science

• Draw the orbit of the earth around the sun.

• What causes the seasons?

ENTRY/EXIT CARDS

Easy Strategy for Assessing Student Understanding…

Entry Cards: Earth Science

Name:

• Draw the orbit of the earth around the sun.

• What causes the seasons?

• Why is it warmer in the summer than in the winter?

Exit Cards: Earth Science

Name:

• Draw the orbit of the earth around the sun.

• What causes the seasons?

• Why is it warmer in the summer than in the winter?

• Did your opinion about any of these things change as a result of today’s class?

Entry/Exit Cards: Algebra

Name:

• Draw a graph & label the “x” and “y” axes

• Graph a line with the endpoints (3,5) (7,2)

• Graph a line with the endpoints (-3,-5) (7,2)

• Provide two ways of writing the equation for a line

Exit Card3-2-1

3 – Write the three most important ideas you have learned so far.

2 – Write two questions you still have about what you have learned.

1 – Write one way you can use what you have learned.

Students who are struggling with the

concept orskill

Students withsome understanding

of concept or skill

Students whounderstand theconcept or skill

Group 1

Group 2

Group 3

Readiness Groups

EXIT CARD GROUPINGS

Pre-Assessing Using Graphic Organizers

Define it… Give an example…

Give a non-example… Ask a question about it…

Define it…

Where a hamster lives

Give an example…

My garage

Give a non-example…

The oceanAsk a question about it…

Can hamsters swim?

Habitat Pre-Assessment Name: Lauren

Habitat Pre-Assessment Name: Carl

Define it…

The place where a plant or animal species naturally lives and grows

Give an example…

Koalas are found in a range of habitats, from coastal islands and tall eucalypt forests to low woodlands inland.

Give a non-example…

(Mis-use of word) Smoking is a very bad habitat!

Ask a question about it…

Is it true that millions of years ago, the habitat of the koala was actually the rainforest?

BACK

Define it…

A prehistoric fishGive an example…

Tesselations no longer live on earth.

Give a non-example…

I don’t knowAsk a question about it…

Why are we studying tesselations in math?

“Tesselations” Pre-Assessment Name: Eric G.

“Tesselations” Pre-Assessment Name: Sally

Define it…

To “tesselate” means to form or arrange small squares in a checkered or mosaic pattern. A tesselation is the pattern formed.

Give an example…

Give a non-example… Ask a question about it…Have you visited the website on tesselations: http://www.boxermath.com/plp/modules/online/workshop/toolbox/mosaictool.html?offer_id=PMTHF

Back to graphic

Flexible Grouping

BUZZARDS BLUEJAYS WOMBATS

Flexible Grouping

• Sometimes you group according to students’ “READINESS.” – “Readiness” refers to a student’s grasp of a particular

concept or task – not to “general ability.”

• Sometimes students make CHOICES about how they will be grouped.

• Sometimes you group according to students’ INTERESTS.

• Sometimes you group according to students’ LEARNING PROFILES.

BACK

KUDs for RAFT• KNOW:

– the plot of Romeo and Juliet

• UNDERSTAND: • Great literature allows for multiple, rich

interpretations.• Literary interpretations must be supportable.

• DO: – Identify and explore a theme in the play– create a written response exploring the theme

RAFT:

ROLE AUDIENCE FORMAT TOPIC

Levels of Writing Challenge

Diary EntryMonologueDialogueDrama

NarrativeExposition

Speaker

AudienceTopic

Romeo & Juliet RAFT KUDs

• Know:– The basic plot of and characters in Romeo and Juliet

• Understand:– That literary themes are carefully developed

throughout a work.– That literary themes are often complex and multi-

faceted.

• Be Able to Do:– Analyze a theme in a literary work

RAFT: Romeo & Juliet

ROLE AUDIENCE FORMAT TOPICLove Romeo and

JulietCollage of words and images

What I am and what I cost

Juliet Self Diary entry Was Romeo really worth it?

Dr. Phil TV Audience Debate Romeo & Juliet: True love? Or teenage rebellion?

Romeo Teenagers everywhere

Shakespearean monologue

What I learned about love

The Seasons…

• Create a model, set of drawings, or essay explaining accurately the reasons for the seasons (include Sun’s altitude, length of day, Sun angle, light intensity, Earth tilt)

• Research and explain the seasons on the other planets. Create a model that accurately depicts these seasons on the planet (besides Earth) that is most interesting to you.

BACK

Respects the student

as a learner

Teaches the student to make decisions for him

or herself

Provides motivation to complete task

Gives some control over learning to the student

Interest Survey1. What kinds of books do you like to read?

2. What parts of the newspaper do you look at regularly? How do you get the news?

3. What are your favorite magazines?

4. What types of TV programs do you prefer? Why?

5. What is your most favorite activity or subject at school? Your least favorite? Why?

6. What is your first choice about what to do when you have free time at home?

7. What kinds of things have you collected? What do you do with the things you collect?

8. If you could talk to any person currently living, who would it be? Why? Think of 3 questions you would ask this person.

9. If you could talk to any person from history, whom would you choose? Why? Think of 3 questions you would ask the person.

10. What hobbies do you have? How much time do you spend on your hobbies?

11. If you could have anything you want, regardless of money or natural ability, what would you choose? Why?

12. What career(s) do you think might be suitable for you when you are an adult?

13. Tell about your favorite vacation.

14. Tell about your favorite games.

15. What kinds of movies do you prefer to see? Why?

16. Imagine that some day you will write a book. What do you think it will be about?

17. Imagine that you could invent something to make the world a better place. Describe your invention.

18. What places would you most like to visit in your own area and in other locations?

19. Imagine that you are going to take a trip to another planet or solar system. You will be gone for 15 years. List 10 things you will take with you for your spare time.

20. What question do you think should be on this survey that isn’t already on it?

Recipe of me!You’re a one-of-a-kind design made up of a unique blend of ingredients. For example, you may be a mix of strength, eight hours of sleep, and determination combined with your size (long or short legs, etc) your coloring (hair, eyes, etc), and other characteristics to make a complete recipe of you.

Think carefully about your personality, values, what makes you happy, what makes you special, favorite foods, hobbies, or any other characteristics that make up you. Use strong adjectives to describe you. Brainstorm first and write down your ideas.

Required materials:• Recipe or lined index card(s) (enough for your recipe)• One small picture from home (These will be put in a class recipe book for

the class, so pictures will not be returned. If you don’t want to give away a photo, draw a self-portrait instead.)

• All of the above mounted on a 9” x 12” piece of construction paper with a border drawn by hand or computer.

Due date_____________

Recipe of ME_____ Recipe is given a name._____ Alliteration was used in the name._____ Recipe was put on colored background paper._____ A border was added to the background paper._____ A photo or self-portrait was added._____ Recipe was written on an index or recipe card(s)._____ Recipe includes measurements and directions for mixing and

cooking._____ Strong adjectives are used to describe the person._____ Physical characteristics are helpful in identifying the person._____ The project is neatly constructed with minimal or no errors in

conventions.

Directions:

Using food recipe measurements, list the ingredients that make YOU at the top of the index card in recipe format. Then skip some lines and give directions on how to mix the ingredients together. Tell whether there is a cooking time and temperature. Give your recipe a name.

Extra points:

If the name of your recipe uses alliteration (words beginning with the same letter), you will receive bonus points.

Brown-Bag It!

CATEGORIES• A hobby or free-time activity that you enjoy• One of your favorites (food, color, music, book, etc.)• Future plans or goals• Something you’d like to do better• A place you’d like to visit• Something special about your family• The best part of summer vacation• Something that reminds you of a memorable event or time in your life• Something that you really dislike• A talent or special ability that your have

Read the following list of categories. After you get home today, find one item to represent each category. (The item must be small enough to fit into the lunch bag that your teacher will give you.) Try to find items that are 3D and unique. Bring your bag to school tomorrow. Be prepared to share the contents of your bag with your classmates.

Insert credits here, too small to read on original

What Are You Interested in Learning About Rome?

Name: _______________________These are some of the topics we will be studying in our unit on Ancient Rome.We want to know what you want to learn about. Number your choices from 1to 8. Make sure that 1 is your favorite and 8 is your least favorite.____ geography____ government (laws)____ agriculture (foods they grew)____ architecture (buildings)____ music and art____ religion and sports____ roles of men, women, and children

What Can You Tell Us About Rome?1. What country is Rome in? ______________2. What does the word civilization mean?__________________________

____________________________________________________________________________________________________________.

3. Can you give us some examples of different civilizations? __________________________________________________________________.

4. Can you name any famous Roman people? ______________________________________________________________________________.

5. Many things in our country and culture came from the Romans. Can you think of any? ___________________________________________

____________________________________________________________________________________________________________.

Differentiation by Interest: FrenchUsing your vocabulary words about “la maison,” construct your dream house out of the materials given to you. Be sure to label the different rooms.

Use your “la maison” vocabulary words to give us a “Crib” tour around your favorite celebrity/athlete’s house– or the house you would have, if you were a celebrity. (In English and French)

Create a skit in which the “la maison” vocabulary words engage in a battle-of-the-sexes: “le” words vs. “la” words. Give each vocabulary word a “personality” which goes along with its meaning, and have them argue about who is “better.” (In English and French)

Primary Science - Plant PartsKnow:Parts of a plant; root, stem, leaf, flower, seed

Plant needs: light, water, air, soil, food

Understand:Plants have needs that must be met in order for them to

survive.

Each plant part has a job to do that helps the whole plant.

If one plant part can’t do its job, the whole plant suffers.

Do: Identify and describe the plant parts

Explain the role of each plant part in meeting the plants needs

Work independently, work collaboratively, draw conclusions

ROLE AUDIENCE FORMAT TOPIC

Plant parts

Plant needs Picture We’re made for each other

Roots Stem, leaf, flower, seeds

Letter You’d be lost without me

Flower Stem, leaf, seeds, roots

Ad I’m more than just a pretty face

PLANT RAFT

ROLE AUDIENCE FORMAT TOPIC

Seeds Flower, leaf, stem, roots

Song or poem

Here’s where you got your start

Stem Flower, leaf, seeds, roots

Chart Why you can’t do w/o me

Leaf Stem, seeds, flower, roots

3 riddles Why I’m important to you

•Share RAFTS in mixed groups

•Draw or build something to prove that a plant is well made to have all its needs met

Assessing for Learning Profile

Learning Profile• Do you learn best with noise? Quiet?

• Do you learn best around movement? Stillness?

• Are you visual/auditory/kinesthetic?

• What are your strongest Intelligences?

• Do you like lots of light? Low light?

• Do you like to work in groups? Alone? In pairs?

• Are you creative? Practical? Analytical?

How Do You Like to Learn?

1. I study best when it is quiet. Yes No2. I am able to ignore the noise of

other people talking while I am working. Yes No3. I like to work at a table or desk. Yes No4. I like to work on the floor. Yes No5. I work hard by myself. Yes No6. I work hard for my parents or teacher. Yes No7. I will work on an assignment until it is completed, no

matter what. Yes No8. Sometimes I get frustrated with my work

and do not finish it. Yes No9. When my teacher gives an assignment, I like to

have exact steps on how to complete it. Yes No10. When my teacher gives an assignment, I like to

create my own steps on how to complete it. Yes No11. I like to work by myself. Yes No12. I like to work in pairs or in groups. Yes No13. I like to have unlimited amount of time to work on

an assignment. Yes No14. I like to have a certain amount of time to work on

an assignment. Yes No15. I like to learn by moving and doing. Yes No16. I like to learn while sitting at my desk. Yes No

GARDNER: 8 INTELLIGENCESTYPE CHARACTERISTICS LIKES TO IS GOOD AT LEARNS BEST BY

LINGUISTIC

Learner“The Word Player”

Learns through the manipulation of words. Loves to read and write in order to explain themselves. They also tend to enjoy talking

Read

Write

Tell stories

Memorizing names, places, dates and trivia

Saying, hearing and seeing words

LOGICAL/

Mathematical

Learner“The Questioner”

Looks for patterns when solving problems. Creates a set of standards and follows them when researching in a sequential manner.

Do experiments

Figure things out

Work with numbers

Ask questions

Explore patterns and relationships

Math

Reasoning

Logic

Problem solving

Categorizing

Classifying

Working with abstract patterns/relationships

SPATIAL Learner“The Visualizer”

Learns through pictures, charts, graphs, diagrams, and art.

Draw, build, design and create things

Daydream

Look at pictures/slides

Watch movies

Play with machines

Imagining things

Sensing changes

Mazes/puzzles

Reading maps, charts

Visualizing

Dreaming

Using the mind’s eye

Working with colors/pictures

MUSICAL Learner“The Music Lover”

Learning is often easier for these students when set to music or rhythm

Sing, hum tunes

Listen to music

Play an instrument

Respond to music

Picking up sounds

Remembering melodies

Noticing pitches/ rhythms

Keeping time

Rhythm

Melody

Music

TYPE CHARACTERISTICS LIKES TO IS GOOD AT LEARNS BEST BY

BODILY/

Kinesthetic

Learner“The Mover”

Eager to solve problems physically. Often doesn’t read directions but just starts on a project

Move around

Touch and talk

Use body language

Physical activities

(Sports/dance/

acting)

crafts

Touching

Moving

Interacting with space

Processing knowledge through bodily sensations

INTERpersonal

Learner“The Socializer”

Likes group work and working cooperatively to solve problems. Has an interest in their community.

Have lots of friends

Talk to people

Join groups

Understanding people

Leading others

Organizing

Communicating

Mediating conflicts

Sharing

Comparing

Relating

Cooperating

interviewing

INTRApersonal

Learner“The Individual”

Enjoys the opportunity to reflect and work independently. Often quiet and would rather work on his/her own than in a group.

Work alone

Pursue own

interests

Understanding self

Focusing inward on feelings/dreams

Pursuing interests/

goals

Working along

Individualized projects

Self-paced instruction

Having own space

NATURALIST“The Nature Lover”

Enjoys relating things to their environment. Have a strong connection to nature.

Physically experience nature

Do observations

Responds to patterning nature

Exploring natural phenomenon

Seeing connections

Seeing patterns

Reflective Thinking

Doing observations

Recording events in Nature

Working in pairs

Doing long term projects

SPIRITUAL

Learner

Potential to engage in thinking about cosmic or existential issues. Achieving a state of being. Having an effect on others.

Wrestle with the nature of our relation to the wider world. Why do we exist?

Controlling consciousness

Stimulating others to explore cosmic issues.

Meditation

Reflection

Self-Awareness & Control

Sternberg’s Intelligences

ANALYTICAL

PRACTICALCREATIVE

RAFT ActivityROLE AUDIENCE FORMAT TOPIC

Ted Traditional teacher Bulleted list or letter How it would benefit you to differentiate instruction for

me

Mr. Falker Harry’s teacher Advice Column What I might do to help Harry in class…

Patricia Polacco Her grandmother Recipe Ingredients that make a great teacher

Vashti Kids everywhere Painting/DrawingOR

Speech

How to find your talent

Ashley Herself Diary entry What I need from a teacher to help me reach my goals

Ashley, Ted, Harry, Vashti, and Patricia

New teachers Poem for five voices What it takes to become a great teacher

RAFT Activity

• Alone or with a group, choose one of the RAFT activities to complete.

• Remember that RAFT assignments are read horizontally: example:

Take on the role of Ted writing a bulleted list to a traditional teacher about how it would benefit the teacher to differentiate instruction for him.

BACK

Strategies Jigsaw Cycle I new• Anchor Activities:

a storehouse of activities that you create that students work on when they’ve completed other work. A great strategy for dealing with “ragged time.”

• Choice Menus:a type of learning contract that provides a “menu” of activities– some that all students must do, and some that allow students choices. Great for providing students with a sense of control over their own learning.

• Cubing/Think Dots:a “low-prep,” fun differentiation strategy/learning game that encourages students to consider concepts and ideas using different types of thinking

• The Profilera strategy that employs Gardner’s Multiple Intelligences and asks students to work as an expert.

• Tri-Minda strategy that allows students to work in their Sternberg intelligence

preference– creative, practical, or analytic.

Strategies Jigsaw Cycle I veterans

• RAFTs– an acronym for Role, Audience, Format and Topic. Gets at the

heart of what matters in a particular segment of study

• Complex Instruction – students work together in heterogeneous groups on tasks that

draw on the skills of each of them.

• Tiered Assignments– designed to have students of differing readiness levels to work at

a level that is appropriately challenging for them.

• Think Tac Toe– plays off of the childhood game. Gives students alternative ways

of exploring key ideas and using key skills.

Wrap-Up: Exit Cards

Name: Grade Level

Subject Area

1. Rank order the strategies in order of interest and wanting/needing more information for next time. (1 is highest interest/need)

2. What realizations did you have today?

3. What “burning questions” about differentiation would you like to have answered?

Lunch…